Date of Award


Degree Name

Master of Arts




Sabrina Mossman


The present study examines the effects of Form Focused Instruction plus corrective feedback on "double-tense marking" (Al-Makatrah et al. ,2017; Cancino et al. 1967) in past tense negative statements and wh-questions among advanced L2 English speakers (Candry, 2013). These are learners who have reached the fourth stage of sentential negation, having acquired the auxiliary "do" and inflecting it in the past tense producing "did". Some advanced L1 Spanish speaking English learners inflect the verbs in structures in which the auxiliary "do" is already inflected for the past tense as in:

1. "I didn't knew about chemistry"

2. "When did he knew?"

This study will determine if feedback can help advanced learners go beyond this stage of negation and wh-question formation by eliminating these issues. This study will use a pre-test, treatment, post-test design. Eighty college students, L1 Spanish speakers/L2 English learner between 18-35 years old will complete a production task and a judgement/acceptability task for the pre-test; next they will be provided with explicit feedback on double-tense marking in both interrogative and negative utterances. Two weeks later, participants will complete a post-test, and changes in judgement and production of double-tense marking will be calculated and analyzed. It is expected that explicit corrective feedback will help reduce double-tense marking or if not eliminate it completely from advanced learnersâ?? interlanguage.




Recieved from ProQuest

File Size

58 p.

File Format


Rights Holder

Vianney Zuniga

Included in

Linguistics Commons